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Impact on Student Learning

Impact on
Student
Learning
Bailey
Hinshaw

Contextual
Information:
1. Knowledge of characteristics of

students
Use the spaces provided below to
address indicated characteristics of your students.

Ag
e-Range, Gender, Total number of students
In Mrs. Smiths class, most students are between 16 and 18 and there is a
fairly even mix of female and male students. The entire school is around 54%
males and 46% females. Mrs. Smith teaches around 105 students every day.

Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify


range in percentiles or grade-equivalent)
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Most of the students in the classes I observe are average students. There are a few
students in Mrs. Smiths classes that could be considered advanced, though. There are
also a very few students who have IEPs who may need a little more time to do
assignments.

Socio-Economic Description
A majority of students come from lower to middle class backgrounds. Most of the
students who have higher class backgrounds go to private schools within the county. 48%
of the students are not eligible for free or reduced-price lunch. 43% of the students are
eligible for free lunch, and 10% of them are eligible for reduced-price lunch. Their
textbooks are in good condition which is indicative of the school getting adequate
funding, though there is only a classroom set of books.

Typical Demeanor of Students


All of the students seem to get along well, without certain groups looking down on others
for what they do and do not have. There is one student who has begun to fall asleep in
class some; his home situation has changed, and he may not be getting the rest he needs
where he is living now. The students do respect Mrs. Smith, and they put their phones in
pockets on the back of the door during class time.

Typical Interest and Involvement of Students


A lot of the students are interested in sports, and many are involved in different sports.
Some play football, are cheerleaders, are in band, and are involved in power lifting. I
have also observed that some of the students take part in the ROTC program at Lafayette
High School. Most of the students enjoy music from country to rap and rhythm and blues.
The students seem to get more involved in class when it comes to activities that allow
them to interact, not simply writing notes and listening to lecture. As soon as the class is
over, students get their cell phones to text and check social media. Also, many students
enjoy reading and have read many books, but there are several who do not like reading.

2. Knowledge of students varied approaches to learning (Include information from


learning styles inventory)
There is a mix of learning styles in the classroom. Some students learn better using their
hands, listening to lecture, or reading the chapter and/or their notes. I try to build on
many different learning styles when preparing a lesson. There are some students with
IEPs in a few of the classes that I may have to reach in slightly different ways.

3. Knowledge of students skills and prior learning

Most, if not all, of the students are in the correct grade. They can all comprehend the material
that is being given to them, but some of the students choose not to pay attention at times. When
Impact on Student Learning

they are paying attention, they can tell you what you have been talking about. They have the skill
set that it takes to understand the information if they will pay attention.

4. Knowledge of community and school district (Include a description of the community


and school district)
There is a mix of privilege in the community. Almost half of the students are not eligible for free
or reduced-price lunch, while the other half is eligible for the lunches. Most of the seniors have
their own vehicles; even though many are used vehicles, they are all in good condition. The
school is made up of buildings that have at least been partially renovated since it was build. I can
tell this by comparing my clinical instructors classroom with the office where I check in. The
office looks a lot newer than the classroom. Their textbooks are also in good condition which
indicates proper school funding. I also sent home a letter with my students in order to let parents
know why I was in their students classroom.

Introduction and Unit Summary:


The stock market goes along with the laws of supply and demand as
prices fluctuate. We learned about supply and demand not long a couple
weeks before the stock market unit. As more people demand a certain stock,
the price will go up because there is a set amount of shares of that stock on
the market for shareholders to buy. As demand drops, prices drop to try to
entice people to buy more shares of the stock. Shareholders should also keep
a watch on the market in order to make informed decisions of when to buy or
sale shares and shares of which companys stock they should buy. This also
Impact on Student Learning

leads into looking at income and how it is taxed. Some people wish to invest
in order to bring in more money through dividends every month. They want
to supplement their income, but they also have to look at how their money
will be taxed. Students will realize how, based on the budget project the
students did after the stock market unit, more income can make them be
placed in a higher tax bracket. They may wish to remain in their lower tax
bracket.
The Stock Market can be difficult to understand. This unit clarifies the
Stock Market. We will learn about how to invest in the stock market and learn
some of the history behind the stock market. There are a couple of videos
that will further student understanding of the content. One video shows how
people of different social rankings were affected by the Great Stock Market
Crash. We will also be keeping portfolios for a week. The students will also
learn how to do some math in order to figure out how well their stocks are
doing. The unit starts out with a pre-test with vocabulary words. On the fifth
day, the students will take a quiz on the vocabulary. On the final day,
students will finish the unit with a test over the material.

Standards:
Economics MS-Frameworks
6. Understand the personal economic consequences of spending and investment decisions
made by individuals, businesses, and governments.

b. Demonstrate why it is important to take responsibility for personal financial decisions.


(DOK 3)

c. Analyze the effects of advertising, marketing, and American popular culture on peoples
economic choices (consumerism, charitable giving, entertainment spending, etc.). (DOK 3)

4. Understand that resources are limited and therefore choices must be made.

b. Describe how effective decision-making requires comparing the additional costs of


alternatives with the additional benefits of alternatives. (DOK 2)

NCSS Thematic Standards

2. TIME, CONTINUITY, AND CHANGE

5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION


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9. GLOBAL CONNECTIONS

Common Core English

CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and
analysis of content.

Common Core Mathematics

CCSS.Math.Content.7.NS.A.3
Solve real-world and mathematical problems involving the four operations with rational
numbers.

Daily Objectives:
Match terms with their correct definition. (DOK 1)
Define terms associated with the Stock Market. (DOK 1)
Investigate how the Stock Market works. (DOK 3)
Hypothesize which stocks would be best to invest in. (DOK 3)
Develop a logical argument as to whether or not you would invest and
which stocks to invest in. (DOK 3)
Investigate the history of the Stock Market. (DOK 3)
Create hypotheses about how the stock market picked back up after the
crash in 1929. (DOK 4)
List facts about the Stock Market Crash from the video. (DOK 1)
Assess which facts from the video are important enough to write down.
(DOK 3)
Name the factors that are needed to do a Stock Market word problem. (DOK
1).
Distinguish which parts of a word problem are needed to solve a Stock
Market problem (such as percent change). (DOK 2)
Analyze the parts of problems they are having trouble with. (DOK 4)
Interpret what they have learned from the math and analyze how well their
stocks are performing. (DOK 3)
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Critique how their stocks performed and create a summary of stock


performance and other stocks they wish they would have invested in and
why. (DOK 4)
Analyze how well they know the concepts of the lesson with a review game.
(DOK 4)
Prove they understand the concepts taught over the unit on a unit test.
(DOK 4)

Critical Thinking:
What do you already know about the Stock Market?
Would you invest in the stock market? Why or why not?
What risks and returns come from the stock market?
Why do people buy stocks?
How is the performance of stocks measured?
What would a complete crash in the stock market cause today?

These questions were asked throughout the lesson to engage student in discussion for
parts of the lesson. They were meant to help students understand the lesson for their own
betterment and knowledge of the stock market. Knowing the options the stock market can
bring you is important for students to learn about because they may want or need to
invest later in their life.

The performance task also engages students in choosing their own stocks from a list and
keeping up with them. Students then had to keep up with their stocks before we did math
with them. They were then instructed to decide which stocks did better than theirs and
which ones they would have rather chosen to keep up with and why.

Assessment Plan:
Pre-test, Post-test (quiz), Unit test, Exit tickets, Worksheet
Students will be given a pretest to see what prior knowledge they have of
the stock market. I will assess which parts of the lesson I should spend more
time on from this. (Students did not know much at all on the pretest, which is
a vocabulary test.) After a weeks time, the students are given the
vocabulary test again to see where they are with those terms, this time it
counted for a grade. (They should know them much better because we have
been going over them and they have had them all week.) During both weeks,
they have had exit tickets to assess where they are. Students showed
improvement throughout the class periods. The second week, students were
Impact on Student Learning

introduced to some math with the stock market. Students were shown how to
do the math in class, then they were given a worksheet to work through in
class. I then had students work the problems out on the board so everyone
could see how to do the problems to prepare them for the unit test. We also
had an exit ticket problem for them to do so I could see what most students
still needed help on. At the end of the second week, students take the unit
test to assess their knowledge from instruction and their ability to perform
the word math problem on the test by applying the math skills they were
taught. They also had a review day the day before the test. Students also
addressed the English standard by writing a reflection on their stock portfolio
performance task. The pre-test, exit tickets, and the worksheet were informal
assessments. The post-test quiz and unit test were both formal, traditional
assessments. The academic prompt is the performance task. The students
chose their stocks from a list I gave them. After they finished the week of
keeping up with their stock prices, they did math with them and analyzed
them to see which other stocks did better and which stocks they would have
rather chosen.

Pre- and Post-Test:


Both of these consisted of a vocabulary quiz that related to these goals:
Match terms with their correct definition (DOK 1) and define terms associated
with the Stock Market (DOK 1). Based on the pre-test, I was able to assess
the knowledge students had of the terms associated with the stock market. If
they did not know any of the terms, they may have still known a little about
the stock market but not all that they needed to know. The students then got
vocabulary terms, and we went over them in class. I also addressed some of
the terms more in the lessons. The students were then given the same quiz
again to assess their knowledge of the terms. I used that to see where
students were and stressed the need to study those words for part of the unit
test. I will do more in the future to bring better examples out about the terms
so students will remember them better.
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Pre- and Post-Test


Name____________________________________

Write the letter of the correct answer beside the number of each definition.
___ 1. Buys and sell securities for customers.
___ 2. Contract to buy and sell a stock on a specific future date at a present price.
___ 3. Gives an investor the right to buy or sell stock at a future date at a present price.
___ 4. Measures and reports the change in prices of a set of stocks.
___ 5. Occurs when stock market prices rise steadily over time.
___ 6. Occurs when stock market prices decline steadily over time.
___ 7. Gives shareholders a share of profits but, in general, no voting rights.
___ 8. Gives shareholders voting rights and a share of profits.
___ 9. Profits made from the sale of securities.
___ 10. A market where securities are bought and sold.
___ 11. Practice of distributing investments among different financial assets.
___ 12. Profit or loss made on an investment.
___ 13. Possibility for loss on an investment.
___ 14. Financial goal used to determine if an investment is appropriate.
___ 15. Where financial assets are resold.
___ 16. For buying financial assets directly from the issuer.
___ 17. Where short-term financial assets are bought and sold.
___ 18. Where long-term financial assets are bought and sold.
___ 19. An investment company that gathers money from individual investors and purchases a
range of financial assets.
___ 20. Institution that collects funds from savers and invests the funds in financial assets.
___ 21. Where buyers and sellers exchange financial assets.
___ 22. Claims on the property of the borrower.
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___ 23. All the institutions that help transfer funds between savers and investors.
___ 24. Use of income today that allows for a future benefit.

a. Bear market
b. Bull market
c. Stock index
d. Option
e. Future
f. Stockbroker
g. Investment
h. Financial system
i. Financial asset
j. Financial market
k. Financial intermediary
l. Mutual Fund
m. Capital market
n. Money market
o. Primary market
p. Secondary market
q. Investment objective
r. Risk
s. Return
t. Diversification
u. Stock exchange
v. Capital gains
w. Common stock
x. Preferred stock.
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Name_______KEY_________________________

Write the letter of the correct answer beside the number of each definition.
F___ 1. Buys and sell securities for customers.
E___ 2. Contract to buy and sell a stock on a specific future date at a present price.
D___ 3. Gives an investor the right to buy or sell stock at a future date at a present price.
C___ 4. Measures and reports the change in prices of a set of stocks.
B___ 5. Occurs when stock market prices rise steadily over time.
A___ 6. Occurs when stock market prices decline steadily over time.
X___ 7. Gives shareholders a share of profits but, in general, no voting rights.
W___ 8. Gives shareholders voting rights and a share of profits.
V___ 9. Profits made from the sale of securities.
U___ 10. A market where securities are bought and sold.
T___ 11. Practice of distributing investments among different financial assets.
S___ 12. Profit or loss made on an investment.
R___ 13. Possibility for loss on an investment.
Q___ 14. Financial goal used to determine if an investment is appropriate.
P___ 15. Where financial assets are resold.
O___ 16. For buying financial assets directly from the issuer.
N___ 17. Where short-term financial assets are bought and sold.
M___ 18. Where long-term financial assets are bought and sold.
L___ 19. An investment company that gathers money from individual investors and purchases a
range of financial assets.
K___ 20. Institution that collects funds from savers and invests the funds in financial assets.
J___ 21. Where buyers and sellers exchange financial assets.
I___ 22. Claims on the property of the borrower.
H___ 23. All the institutions that help transfer funds between savers and investors.
G___ 24. Use of income today that allows for a future benefit.
Impact on Student Learning

Performance Task:
Students will choose stocks they would invest in with no more than $10,000 and no less than
$9,000. They can choose up to four different stocks with as many shares of the stock as they see
fit and will follow their stocks for a week. At the end of the one week period, the students will
calculate and write a summary of how well their stocks did and how it would have affected
someone if they had truly invested in those stocks. Also, students will evaluate which stocks
would have been a better choice to invest in over the week.
This is the rubric for this task:
Title of 1 2 3 4
Graded
Section
Money Spent The student The student The student The student
has spent has spent has spent spent
below $4,000 between between between
or above $10,000 and $4,000 and $9,000 and
$15,000 on $15,000 on $9,000 on $10,000 on
their entire their portfolio. their portfolio. their portfolio.
portfolio.

Number of The student The student The student The student


Stocks chose only chose only chose only invested in
Invested in one stock to two stocks to three stocks four stocks.
invest all of invest all of to invest all of
their money in their money their money
by buying in. in.
multiple
shares.
Summary The student The student The student The student
gives an gives only one only explains explains how
explanation or two how their their stocks
not dealing sentences stocks performed
with their that show a performed or and how it
portfolio at all. little how it would would have
understanding have affected affected
. someone who someone who
invested real would have
money in invested real
paragraph money in
form, meaning paragraph
a minimum of form, meaning
five a minimum of
sentences. five
sentences,
Impact on Student Learning
showing that
they
understand
what they are
saying.
Evaluation of The student The student The student The student
Stocks says that only says only compares compares all
other stocks which of their their worst of their stocks
would have stocks did stock with with others
been better, best. other stocks and says
but gives no that did which stocks
examples of better. would have
better stocks. given them a
bigger return.

This grade will be taken as a percentage. I will take your total number of
points and divide by the total number of points and multiply that by 100. The
percentage will be your grade.
Grade: ___/16 = ______%
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Student Work Samples:


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Analysis:
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Pre- and Post-Test


85
75
70
63
58

17 16
0 0 10 12 12
3 4 5 6
1 1 2 2 3 4 5 6

This is data from class averages. Second period is an English class, so they
did not take part in my unit plan though most of those students are also in
my economics classes. My CI also does not have a seventh period class. The
blue is the pre-test, and the orange is the post-test.

5th Period Pre- and Post-Test

100 100 100 100 100 100 100 100


88
77

55
50 50

21 25 21 25
0 0 13 13
8 8 8 8 9 4 10 11 12
5 6 7
1 1 42 2 3 3 4 4 45 6 7 8 9 10 11 12 13

This is the data from the pre- and post-tests for fifth period. Most of them did
significantly better on the post-test, but some did not do as well as I had
hoped. This class period is a great example of the cross section of student
grades on this test through all the class periods, with some people doing
exceptionally well, while others struggled.
Impact on Student Learning

There were certain words that seemed to be confusing to students. Some did
have similar definitions. This test would probably have gotten better results if
it was multiple choice instead of matching. Also, if I had been able to give
better examples at the time I was going over the terms, the information may
have stuck with students better.

Reflection:
The assessment was accurate for showing what students already knew of the
terms associated with the stock market. It was weak in assessing anything
else about prior knowledge of the stock market. I should have included a
space for them to write about what they knew already, even though we
discussed what they already knew in class. I should have also had more real
world examples during the lessons so students could relate more than they
did. Some students did great on the post-test, while others did not. I need to
reach everyone in the classroom with better examples. I will also strive to
have more student involvement in the future because most students learn
better through activities, though instruction in definitely needed in more than
just activities. The overall average of the classes shows that I need to relate
to them more.
Impact on Student Learning

Name: _Bailey Hinshaw_______ UM ID #: _10475491_____ Final Score: ______/30


Subject: _Economics_ Grade: _12_ Lesson Title: _Stock Market________________

Lessons Impact on Student Learning: Secondary Rubric


Evaluation 0 1 (Emerging) 2 (Proficient) 3 (Target) Scor
Criteria e
not
prese
nt
1. Title Teacher
Page candidate No
includes all Sco
required re
components
2. Teacher Teacher Teacher
Contextual candidate candidate candidate
Informatio includes two to includes three includes all five
n three of all the to four of the of knowledge of
knowledge of knowledge of characteristics
characteristics characteristics of students,
of students, of students, including
including including student
student student demographics,
demographics, demographics, learning styles,
learning styles, learning styles, skills, prior
skills, prior skills, prior learning, and
learning, and learning, and knowledge of
knowledge of knowledge of the community.
the community. the community.
3. Introduction Introduction Introduction
Introductio does not adequately adequately
n and Unit effectively describes the describes the
Summary describe the connection connection
connection between the unit between the
between the and past or unit and past or
unit and past or future content. future content
future content. and explains
clearly how the
Summary unit fits within
communicates a the structure of
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Summary does description of the discipline.
not clearly the unit, but
communicate a explanations
description of may not be Summary
the unit. well thoroughly
developed. communicate
s a description
of the unit.
4. Overall Overall goals Overall goals of Overall goals of
goals are not the unit the unit clearly
based on consistently adequately link correlate state
the correlated with to state and and national
Mississippi state and national standards .
Curriculum national standards. Serves as a
Framework standards. Does Adequately framework for
s or not serve as a serves as a the entire unit,
Common framework for framework for including
Core the entire unit, the entire unit, objectives,
Standards. including including materials, and
objectives, objectives, assessment.
materials, and materials, and
assessment assessment.

5. Critical Planned Planned Planned


Thinking undertakings undertakings undertakings
allow minimal promotes the engages
development development students in
of critical, of critical, the
creative or creative or development
problem solving problem solving of critical,
skills skills. creative or
problem solving
skills.
6. Teacher Teacher Teacher
Assessmen candidate candidate candidate
t Plan develops and develops and develops an
implements an implements an assessment
assessment plan assessment plan plan that
that addresses that addresses addresses both
both formal and both formal and formal and
informal informal informal
assessment, assessment, assessment,
traditional traditional traditional
assessment, assessment, and assessment,
and academic academic and academic
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prompt. Plan prompt. Plan prompt. Plan is
lacks detail, lacks sufficient described in
but there is detail, but detail, and
little or no there is an shows a
correlation adequate strong
with the correlation correlation
standards and with the with the
objectives. standards and standards and
objectives. objectives.
7. Pre-Test Pre- and post- Pre and Post Pre and Post
and Post- tests are tests are tests are
Test missing or appropriate. appropriate.
inadequate. There is a There is a
There is no limited plan in detailed plan
plan in place to place to use in place to use
use results to results to guide results to guide
guide and and monitor the and monitor the
monitor the effectiveness of effectiveness of
effectiveness of teacher teacher
teacher instruction. instruction. All
instruction. Some of the questions on
None of the questions on the the pre- and
questions are pre- and post- post-tests are
linked back to tests are linked linked directly
specific goals of directly to to specific goals
the unit. specific goals of of the unit.
the unit.

8. Teacher Teacher Teacher


Performan candidate candidate candidate
ce Tasks designs designs designs
standards-based standards-based standards-
performance performance based
tasks that do tasks that performance
not address adequately tasks that
required address effectively
standards and required address
objectives. standards and required
objectives. standards and
objectives and
includes
relevant rubrics
9. Student Teacher Teacher Teacher
work candidate candidate candidate
samples includes one includes two includes three
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sample of samples of samples of
student work. student work. student work.
10. Teacher Teacher Teacher
Analysis candidate does candidate uses candidate uses
not analyze the data from data from
results of classroom classroom
classroom assessments to assessments to
assessments to analyze the analyze the
evaluate results and results to
student evaluate evaluate
learning. students students
mastery of the mastery of the
objectives. Data objectives Data
are presented in are presented
form of a graph, in form of a
but an analysis graph, and
of the results analysis of the
revealing the results reveal
extent of the extent of
student learning student
is missing. learning is
missing.
11. Reflection Reflection Reflection
Reflection recognizes the recognizes the recognizes the
strengths and strengths and strengths and
weakness of the weakness of the weakness of
lesson delivery. assessment and the assessment
Fails to take lesson delivery. and lesson
responsibility for Takes delivery. Takes
weaknesses. responsibility responsibility
Reflection does for the for the
not include a accomplishment accomplishmen
plan for and failures of t and failures of
improvement. their students. their students.
Uses the Uses the
analysis of the analysis of the
results to results to
develop a plan develop a
to improve plan to
teaching quality. improve
teaching
quality, and
suggests
alternative
strategy to
improve the
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quality of
instruction.

Teacher Candidates Overall Score ________________/30